Evaluating A Teacher On The State Of Georgia

Since 1997, the primary tool for teacher evaluation was the Professional Development and Appraisal System better known as PDAS. Due to significant efforts to enhance both teacher effectiveness and “student learning and growth,” the Texas Teacher Evaluation and Support System (T-TESS) was elaborated (TEA, 2016, p. 3). The T-TESS was designed by educators to support continuous improvement by focusing on “feedback and support,” “moving the mindset away from compliance” (TEA, 2016, p. 3).

The Teacher Keys Effectiveness System uses numerous data sources to engage teachers and continually provide feedback. As with anything new, the evaluation process will become more comfortable once you attend training, review the handbook and practice using the rubrics to rate teacher performance. TKES allows educators to evaluate themselves using specific, detailed standards. It also provides feedback on what administrators view as each educator’s strengths as well as areas that could be improved upon to better impact student learning and achievement.

Initial Assessment: this method comes into play the minute the group of learners are introduced to a new teacher. It is a crucial part of their learning journey as it provides information needed to decide a learners starting point. It is the benchmark from which learners can progress and achievement can be measured. For example, teaching a new child on his or her first football

Before conducting the formal evaluation, the teacher is given some questions to answer as a pre-observation like Dr Pajak mentioned in Honoring Diverse Teaching Styles A guide for Supervisors. Those questions are more towards knowing teachers. There are specifics and concise. A step by step of sequence of the lesson from the beginning to the end of the lesson. He also gives an opportunity for teachers to reflect on his teaching based on that particular lesson. Then there is a post observation when the supervisor or administrator invites the teacher for a conference on the lesson observed that

Educational policies guide professional practice. By developing policies, agencies determine appropriate courses of action to aid individuals in applying a set of procedures in a systematic and equitable manner. My essay describes the Spotsylvania County Public School’s (SCPS) policy on Teacher Evaluation and traces its roots through the various levels of regulatory entities. In order to provide a rich context, pertinent case law and applicable literature in terms of the topic is also presented within the essay.

After reading the report, one could characterize current teacher evaluation practices as little more than missed opportunities to increase the effectiveness of teachers and assure that the best teachers stayed in front of students. Practitioners generally agreed with the premise of the critique, and confirmed the identified evaluation weaknesses as both common and wide-spread among school districts. Using teacher effect research and the validity of value-added measures as a platform, and armed with the belief that the sample practices were representative of those in districts across the country, the authors of The Widget Effect urged educational leaders and policy makers to implement specific teacher evaluation reforms, many of which informed (or mirrored) those becoming increasingly prevalent in federal and state

In order to ensure that students have the greatest chance for achievement, it is vital that school communities know that they have high quality teachers in place. To accomplish this task, systems have developed that integrate set measures aligning what teachers do and what happens as a result. These may include evidence of student work and learning, as well as, evidence of teacher practices derived from observations, reflection, recordings, artifacts, and various forms of feedback. Educational experts such as Marzano, Danielson, Stronge and others have published examples of evaluation models. While they vary in emphasis and design, they are similar in that they attempt to provide a framework for measuring the impact of a teacher on a student’s learning. Clearly, this is a daunting and challenging task and there is a risk involved in attempting to make something

Teachers are the foundation of the future presidents, lawyers and doctors. They are a great asset to our future generation. They deserve to be appreciated and not over looked. Standardize testing is what the government uses now a day to show the amount of knowledge that students learn throughout the school years. It is an unfair way to compare the strength of the teachers and the schools and the district. Education Instructors are penalized, because of the tax payers’ money that is used for standardize testing that could go to more useful things, teachers are teaching to the test not to the students, and it is not a beneficial tool to measure how well a teacher teaches.

It does seem a little strange that teachers most teachers are rated effective or highly effective, and according to the state the school is not doing well. This past school year was my first year doing walkthroughs for teachers. I evaluated all of the teachers in my building in a week. Other than it being my first time completing them, the most difficult part was using the districts pre-made evaluation tool. It is so vague and sometimes you really have to look at the language of each rating deeply to choose the right one.

The School District of Monroe implemented the Educator Effectiveness System at the beginning of the 2014-15 school year. Teachers were trained on a program called Teachscape, which would house all of the information and artifacts for individual teachers, and teachers were informed if they were in the summary year. Summary year teachers had a full lesson evaluation which included a pre and post meeting with an administrator. Overall, I felt that our administrators at Monroe Middle School were very supportive and made sure everyone felt comfortable throughout the year.

However, there are many different perspectives on what makes an effective teacher evaluation. Some perspectives include the fact that certain teacher evaluations do not provide enough feedback or support and instead need to be made to enhance professional development and teaching practices (Danielson & McGreal, 2000). These are important components that will allow for the teacher evaluation process more helpful for teachers.

I agree with your thinking here; there must be a more effective way to assess teacher effectiveness than based mostly on how students perform on a test. I had not considered that teachers are not seen as true professionals I wonder if that may be a part of the push to use student test scores as an evaluative tool for professionalism. Playing the devil's advocate, I can understand how the general public, who have not stepped into the classroom and experienced the demands of teaching would see a benefit in using the test scores as an evaluative tool. From their worldview and limited knowledge test scores appear to be tangible assessment-if students score high this means the teachers and schools are doing their job. However,

One major question when trying to determine effectiveness is how exactly it should be determined. While it seems easy for school districts to determine who is and is not effective in their schools, it is hard for them to do so and stay within the law. Many laws protect teachers from being fired without a due process, meaning that tenured educators about to be fired are entitled to a trial of their peers. This requires several different lawyers, substantial evidence, and of course copious amounts of money. While this is a hassle for school districts,

The evaluation system that is used in our district to evaluate instructional coaches is different than the system that is used to evaluate teachers. A committee of district members developed the evaluation system that the district content coordinators use when evaluating instructional coaches, mid-year and at the end-of-year. The evaluation system used is broken into three domains: Instructional Management, Administrative Support and Personal Skills. Within each domain there are specific descriptors that instructional coaches are evaluated on using a rating scale of 1-5 (1 = unsatisfactory, 2 = below expectations, 3 = meets expectations, 4 = exceeds expectations, 5 = clearly outstanding). After all domains are evaluated, the total points for each domain are calculated. Then the totals from each domain are used to calculate an average and then used to calculate a summative score. If a summative score is below a 3, it is required that a deficiency plan be developed and it prohibits the instructional coach from an annual increment for succeeding year. At the beginning of school, all instructional coaches are given a copy of the evaluation form so everyone involved knows the expectations. Just like Marzano, Waters & McNulty (2005) wrote, “The responsibility Communication involves developing clear lines of communication to and from faculty members as well as among faculty members” (p. 119), so in order for the evaluation system to be successful, all involved need to

“There is an unequivocal correlation between student achievement and teacher quality.” Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational leadership at the University of Wyoming has written two papers and maintains a blog related to teacher supervision. His research indicates, “the key to teacher development lies within well-planned teacher supervisory activities.”